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It argues that educational policy and provision have shifted from supporting to including students with disability, creating a need for targeted professional development for both general and special education teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-and-future-directions-in-australian-special-and-inclusive-education-article-4/593865/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-and-future-directions-in-australian-special-and-inclusive-education-article-4/593865.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which disability models does the article review?","Question",{"text":112,"@type":113},"The article reviews the medical, human rights, social, and social interactionist models of disability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article say targeted professional development is needed?",{"text":117,"@type":113},"Because educational policy has shifted from supporting to including students with disability, requiring both general and special education teachers to develop relevant skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What change in Australian special education research does the article highlight over time?",{"text":121,"@type":113},"It highlights a move from disability-identification and segregated interventions toward inclusive education principles and practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593865,1792210834,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44  Issue 8 | Article 4 |\n| --- | --- |\n| 2019\u003Cbr>Current Issues and Future Directions in Australian Special and Inclusive Education\u003Cbr>Kerry A. Dally\u003Cbr>University of Newcastle, [kerry.dally@newcastle.edu.au](kerry.dally@newcastle.edu.au)\u003Cbr>Michelle M. Ralston\u003Cbr>University of Newcastle, [michelle.ralston@newcastle.edu.au](michelle.ralston@newcastle.edu.au)\u003Cbr>Iva Strnadová\u003Cbr>University of New South Wales, [i.strnadova@unsw.edu.au](i.strnadova@unsw.edu.au)\u003Cbr>Ian Dempsey\u003Cbr>University of Newcastle, [ian.dempsey@newcastle.edu.au](ian.dempsey@newcastle.edu.au)\u003Cbr>Dianne Chambers\u003Cbr>University of Notre Dame Australia, [dianne.chambers1@nd.edu.au](dianne.chambers1@nd.edu.au)[ ](dianne.chambers1@nd.edu.au)See next page for additional authors\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons, and the Special Education and Teaching Commons |  |\n\nRecommended Citation  \nDally, K. A., Ralston, M. M., Strnadová, I., Dempsey, I., Chambers, D., Foggett, J., Paterson, D., Sharma, U., & Duncan, J. (2019) . Current Issues and Future Directions in Australian Special and Inclusive Education. Australian Journal of Teacher Education, 44(8) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss8/4](https://ro.ecu.edu.au/ajte/vol44/iss8/4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol44/iss8/4](https://ro.ecu.edu.au/ajte/vol44/iss8/4)  \nCurrent Issues and Future Directions in Australian Special and Inclusive Education  \nAuthors  \nKerry A. Dally, Michelle M. Ralston, Iva Strnadová, Ian Dempsey, Dianne Chambers, Judith Foggett, David Paterson, Umesh Sharma, and Jill Duncan  \nThis journal article is available in Australian Journal of Teacher Education: [https://ro.ecu.edu.au/ajte/vol44/iss8/4](https://ro.ecu.edu.au/ajte/vol44/iss8/4)  \nCurrent Issues and Future Directions in Australian Special and Inclusive  \nEducation  \nKerry Dally  \nIan Dempsey  \nMichelle May Ralston  \nJudith Foggett  \nJill Duncan  \nUniversity of Newcastle  \nIva Strnadová  \nUniversity of New South Wales  \nDianne Chambers  \nUniversity of Notre Dame Australia  \nDavid Paterson  \nUniversity of Canberra  \nUmesh Sharma  \nMonash University  \nAbstract: In this article we review the medical, human rights, social  \nand social interactionist models of disability, and consider how these  \ndiffering perspectives have influenced the provision of educational  \nservices to students with disability in Australia. We contend that the  \nshift in educational policy and provision, from supporting to  \nincluding students with disability, has engendered a need for targeted  \nprofessional development for both general and special education  \nteachers. A model illustrating the unique skills of special educators  \nand the common skills, knowledge and attitudes required by all  \nteachers to implement effective inclusive education is presented and  \npriorities for future research discussed.  \nIntroduction  \nAlmost 20 years ago, Forlin and Forlin (2000) found that special education research in Australia focussed on the identification and diagnosis of disability and the development of disability-specific interventions that could be delivered in segregated settings. A recent literature search to determine trends in Australian research in the field of special education since the introduction of the Disability Standards for Education in 2005 (Commonwealth of Australia, 2006) revealed a major focus on inclusive education (Ralston, Dally & Dempsey, 2019). Despite limiting the search terms to ‘special education’ and ‘Australia’, only 12% of the articles investigated disability specific issues, while the majority focused predominantly on inclusive education principles or practice. In these articles,","cbCainTzl5BBtGPB","https://ap.wps.com/l/cbCainTzl5BBtGPB","pdf",387104,"English","# Introduction\n## Historical focus of special education research in Australia\n## Shift toward inclusive education and its implications\n# Article purpose and symposium context","[{\"question\":\"Which disability models does the article review?\",\"answer\":\"The article reviews the medical, human rights, social, and social interactionist models of disability.\"},{\"question\":\"Why does the article say targeted professional development is needed?\",\"answer\":\"Because educational policy has shifted from supporting to including students with disability, requiring both general and special education teachers to develop relevant skills.\"},{\"question\":\"What change in Australian special education research does the article highlight over time?\",\"answer\":\"It highlights a move from disability-identification and segregated interventions toward inclusive education principles and practice.\"}]","Current Issues and Future Directions in Australian Special and Inclusive Education - Article 4 | PDF",1792078068,48]